PSYCHOLOGICAL FEATURES OF CHILDREN'S DEVELOPMENT AT EARLY AGE IN THE CONTEXT OF THE TRANSITION TO A 12-YEAR SYSTEM OF GENERAL EDUCATION IN KYRGYZSTAN

Abstract

In the context of the introduction of a 12-year system of general education in Kyrgyzstan, there is a need to revise approaches to the education and development of children. The extension of the term of school education has a significant impact on the emotional and mental development of the child, especially at the initial stage of education. The article highlights the key psychological and pedagogical features of the development of primary school students in the context of educational reform. Particular attention is paid to changes in the cognitive, emotional and social spheres. The author examines the difficulties of students' adaptation to new conditions and offers practical recommendations for teachers and parents aimed at creating a favorable educational environment. The work focuses on the importance of an integrated approach to supporting a child during the transition period, considering both individual characteristics and the challenges facing the education system. It is emphasized that timely psychological support and pedagogical flexibility play a key role in the successful adaptation of children to new learning conditions.